This might help teachers, students in Psychology.

1. Intermittent
Reinforcement to
Decrease
Behaviour
by Emmanuel R. Gamana

2. Knowledge:
Explain how an
intermittent
reinforcement can
decrease behavior;

3. Skill:
Identify and
differentiate the
following: DRL,
DRO, DRI, and DRA;

4. Attitude:
Appreciate Differential
Reinforcement vis-à-
vis its application in
the varied contexts of
clients’ lives

5. INTRO: Activity
All stand at mag-
galaw galaw
para di pumanaw

6. Video Clips
And assistants please
prepare.

7. 1. What was the overarching
behaviour in those videos?
2. Is there something fishy
going on?
3. What do you think you feel
when those boys would
happen to be in your
custody?

8. Yes, some perhaps
would say those
boys need to
undergo schedule
of reinforcement.

9. Intermittent
reinforcement to
decrease an
inappropriate
responding or
behaviour

10. Story Telling time…
Characters: Tommy,
Adviser, Student
Teacher, RGC

11. Tommy’s talk outs (50
mins. class)
a. Recorded but never
told him that he has
incurred (1:9)
b. Told him the definition
of talk outs

12. c. Instructed him that
he would be allowed 5
minute free play time
at or near the end of
the day if he had made
3 or fewer talk outs

13. d. At the end of
the session, told
him whether he
had met the
requirement

14. Phase 1= 10 sessions (50mins.)
Result = 1:9
Phase 2= 15 sessions Result =
1:50 (50mins.)
Phase 3= 8 sessions the
reinforcement was removed
Now= normal rate of Tommy’s
talk outs is 1:33.

15. DRL=Differential
Reinforcement of
Low rates

16. = is a schedule of
reinforcement in which a
reinforcer is presented
only if a particular
response/inappropriate
action occurs at a low
rate.

17. 2 Kinds of DRL
1. limited-
responding DRL
2. Spaced-
responding DRL

18. 1.1 specifies a maximum
allowable number of
responses during a
certain time interval in
order for a reinforcer to
occur. Note this was the
type of reinforcement
given to Tommy.

19. Phase 1= 10 sessions (50mins)
c. Instructed Tommy that
he would be allowed 5
minute free play time at
or near the end of the day
if he had made 3 or fewer
talk outs

20. In that case, an
interval of 50 mins was
specified and
reinforcer occurred at
the end of the interval
if it contained 3 or
fewer talk-outs.

21. Strength: Limited …
= is useful when 2
conditions hold:
A. Some of the
behavior is tolerable
B. Less of it is better

22. Story Telling time…
Characters: Kristiene,
Adviser, Student
Teacher, RGC

23. Kristein’s calls out
= a student who always
calls out the correct
answer deprives the
classmates of the chance
to respond to the
teachers’ questions.

24. Is this a desirable
behaviour?
= It is. And naturally we
would not wish to eliminate
this child’s correct answering.
We would only hope to
reduce the calling out
behaviour.

25. How?
=Any Target response
(15 mins.) = 5 points
credit
= Any target response
after (15mins.) = is not
reinforced

26. Spaced-responding
DRL= requires that a
specified behavior not occur
during a specified interval, and
after the interval has passed, an
instance of that behavior must
then occur in order for a
reinforcer to occur.

27. Any Target response (15
mins.) = 5 points credit
= Any target response
after (15mins.) = is not
reinforced

28. Strenght: Spaced-…
= when the behavior
wanted to reduce is
actually desirable
provided that it does
occur at too high a
rate.

29. Another Story
Telling time…
Characters: Peydro,
teacher, Parents, and
Nurses

30. Peydro is a 9 y/o boy of normal
intelligence has the habit of
scratching or rubbing his skin to
the point of having open sores
all over his body. Because of
this, he had spent most of his
time in the hospitals and had
never attended school.

31. If you are the
teacher or the
nurses, is DRL
applicable here?

32. = none of his scratching
and rubbing behaviour is
tolerable.
Therefore, Nurses applied
the DRO 2 mins. in this
case.

33. =2 mins. scratching
occurs = no
reinforcement but
instead the interval
started again,

34. = if scratching does’nt
occur (zero rate),= given
tokens that he could later
exchange for access to
TV, snacks, video games,
and play various
materials.

35. Over several days, the DRO
intervals were increased into
4, 8 up to 30 mins.
Eventually, Peydro was
discharged from the hospital
and his parents continued to
the procedure at home.

36. DRO=Differential
Reinforcement of
Zero Responding

37. = a reinforcer is
presented only if a
specified response
does not occur
during a specified
period of time.

38. Strength:
= DRO schedules
have been used
successfully to
decrease a variety of
target behaviours

39. Such as inappropriate
behaviours in classrooms,
bedtime sucking in
children and self-injuriuos
behaviours of persons
with developmental
disabilities

40. By the way what could be the
possible scenario during
those DRO 8 to 30 mins?
= It is possible that Peydro
could do incompatible
responses along the
process.

41. Incompatible response
= a response that cannot be
emitted/occurred at the same
as the target response.
= instead of scratching it
might be replaced by another
undesirable behavior.

42. DRI
Differential
Reinforcement of
Incompatible
Behaviours

43. = an alternative to DRO
=a procedure that
involves the extinction
of a problem behaviour
combined with
reinforcing a behaviour

44. What are some
examples of
incompatible
behaviour?
= lying on the floor, loitering
around the hospital

45. By decreasing these
behaviours thru
reinforcement we are
already using the DRI.
Loitering= sitting
quietly (reinforced)

46. What if in the
process of giving
DRI, the child
becomes physically
aggressive?

47. DRA
Differential
Reinforcement
of Alternative
Behaviours

48. = an alternative to DRI
= a procedure that involves the
extinction of a problem
behaviour combined with
reinforcing a behaviour that is
topographically dissimilar to but
not necessarily incompatible
with the behaviour problem.

49. Ano raw?
Problems: Scratching
(DRO), loitering (DRI),
aggressive (DRA) ( to
extinct …)

50. Remember
aggressiveness: kick or
punch we as the therapists,
apply Extinction (ignore)
while letting the child
maintain his compliance to
the DRO.

51. Basic Differences Summary:
* Use Limited DRL if some
target behaviour is tolerable
for example (talk outs).
* Use Spaced-DRL if the
behaviour is desirable as long as
it does not occur too frequently
for example (call out answers).

52. * Use DRO if the behaviour
should be eliminated
(scratching) and there is no
danger that DRO procedure
might result in the
reinforcement of an
undesirable alternative
behaviour.

53. * Use DRI (loitering) or DRA
(kicking) if the behaviour
should be eliminated and
there is a danger that DRO
would strengthen undesirable
alternative or incompatible
behaviour.

54. Questions are more
important than
answers.
Magtanong na kayo
sakin in relation sa
topic ha.

55. Assessment: What
schedule of reinforcement
can be applied for the
behaviour portrayed in
the first video? How
about in the Second video?

56. “There is no permanent
thing in this world
except CHANGE.”
Hiraclitus

57. Reference:
Deitz and Repp (1973)
in
Behavior Modifications

58. Muchas gracias
hermanos y
hermanas en
Cristo.
Hasta luego!